Ensino de Física - Mestrado Profissional

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http://repositorio.ufes.br/handle/10/17490
Programa de Pós-Graduação em Ensino de Física

Centro: CCE
Telefone: (27) 4009 2811
URL do programa: http://www.ensinodefisica.ufes.br/

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Navegando Ensino de Física - Mestrado Profissional por Assunto "Active learning"

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    A aplicabilidade da flipped classroom no ensino de física para turmas da 1ª série do ensino médio
    (Universidade Federal do Espírito Santo, 2015-12-18) Freitas, Vitor Jurtlero de; Gomes, Thiéberson da Silva; Gaudio, Eduardo Vianna; Loyola, Gustavo Viali
    The flipped classroom is based on the relocation of the role of instructional lecture out of the school environment, through the use of online video classes, and the implementation of the "homework" in the classroom through cooperative and collaborative activities based on active learrning. The goal of this inversion "classroom vs. homework" is to take advantage of the time that would be spent in the room with the exposure of the content to develop the understanding that content through activities mediated by professor. This teaching method has achieved increasing penetration in the media and classrooms around the world. In the last 3 years the newspapers New York Times and the Washington Post published a total of 20 articles related to these topic. The Flipped Learning Network, online community dedicated to the dissemination, training and integration of teachers interested in flipping the classroom has more than 20,000 members and held in July 2015 its eighth annual Conference of flipped, at Michigan State University. This research reports the implementation of the flipped classroom for the teaching of physical concepts related to force and motion in five classes of first grade high school to a public school. Here, has developed a case study with the aim to check the applicability of this method of teaching for the physical education in classes of first grade high school. Resorted to collecting data qualitative instruments, such as semi-structured interviews and the inquiry open questions, and quantitative instruments as the investigation closed issues with Likert type scale and categorization of answers in the activities undertaken. The study made it possible to conclude that: (i) the flipped classroom teaching method proved effective to promote motivation in the physics teaching; (ii) social networks have demonstrated efficient as a virtual learning environment; (iii) activities based on active learning created a collaborative environment for the construction of knowledge; (iv) students involved in this study showed a significant dependence of the figure of the teacher for the development of the proposed activities; (v) the teaching method led the professor to assume a role of mediator in the construction of knowledge.